BASIC 1 - PARTICIPATE IN WORKPLACE - Final1 PDF

COMPETENCY BASED LEARNING MATERIAL
Sector:
HEALTH, SOCIAL, AND OTHER COMMUNITY DEVELOPMENT
SERVICES SECTOR
Qualification:
DOMESTIC WORK NC II
Unit of Competency:
PARTICIPATE IN WORKPLACE COMMUNICATION
Module Title:
PARTICIPATING IN WORKPLACE COMMUNICATION
BRILLIANT SKILLS TRAINING AND ASSESSMENT CENTER INC.

AAMC Barbo Building, Jalandoni St. ,Brgy. Our Lady of Lourdes, Jaro, Iloilo City
Email add: brilliant.skills1@gmail.com
SUMMARY OF COMPETENCY-BASED LEARNING MATERIALS
LIST OF COMPETENCIES
NO. UNIT OF COMPETENCY MODULE TITLE CODE
Basic Competencies
1 PARTICIPATE IN WORKPLACE PARTICIPATING IN 500311105
COMMUNICATION WORKPLACE
COMMUNICATION
2 WORK IN A TEAM WORKING IN A TEAM 500311106
ENVIRONMENT ENVIRONMENT
3 PRACTICE CAREER PRACTICING CAREER 500311107
PROFESSIONALISM PROFESSIONALISM
4 PRACTICE OCCUPATIONAL PRACTICING 500311108
HEALTH AND SAFETY OCCUPATIONAL
PROCEDURES HEALTH AND SAFETY
PROCEDURES
Common Competencies
1 MAINTAIN AN EFFECTIVE MAINTAINING AN HCS913201

RELATIONSHIP WITH CLIENTS EFFECTIVE
AND CUSTOMERS RELATIONSHIP WITH
CLIENTS AND
CUSTOMERS
2 MANAGE OWN PERFORMANCE MANAGING OWN HCS913202
PERFORMANCE
Date Developed: Document No.

DOMESTIC WORK NC II October 2016 Issued by:
PARTICIPATE IN Developed by: Page 2 of 94
WORKPLACE Revision # 00
COMMUNICATION
Core Competencies
No. Unit of Competency Module Title Code
Cleaning Living
Clean Living Room,
Room, Dining HCS913301
1. Dining Room, Bedrooms,
Room, Bedrooms,
Toilet and Kitchen
Toilet and Kitchen
Washing and
Wash and Iron Clothes, HCS913302
2. Ironing Clothes,
Linen and Fabric
Linen and Fabric
Prepare Hot and Cold Preparing Hot and HCS913303

3. Meals/Food Cold Meals/Food
Providing Food
Provide Food and HCS913304
4. and Beverage
Beverage Service
Service

COMMUNICATION
HOW TO USE THE MODULE
Welcome to the Module ―Participating in Workplace

Communication‖. This module contains training materials and activities for
you to complete.
The unit of competency ―Participate in Workplace Communication‖
contains knowledge, skills and attitudes required for a Domestic Work NC II
course.
You are required to go through a series of learning activities in order
to complete each of the learning outcomes of the module. In each learning
outcome there are Information Sheets, Operation Sheets, Job Sheet and
Activity Sheets. Follow these activities on your own and answer the Self-
Check at the end of each learning activity.
If you have questions, don‘t hesitate to ask your teacher for
assistance.
Recognition of Prior Learning (RPL)
You may already have some of the knowledge and skills covered in
this module because you have:
 been working for some time
 already have completed training in this area.
If you can demonstrate to your teacher that you are competent in a
particular skill or skills, talk to him/her about having them formally
recognized so you don‘t have to do the same training again. If you have a
qualification or Certificate of Competency from previous trainings show it to
your teacher. If the skills you acquired are still current and relevant to this
module, they may become part of the evidence you can present for RPL. If
you are not sure about the currency of your skills, discuss it with your
teacher.
After completing this module ask your teacher to assess your
competency. Result of your assessment will be recorded in your competency
profile. All the learning activities are designed for you to complete at your
own pace.
Inside this module you will find the activities for you to complete
followed by relevant information sheets for each learning outcome. Each
learning outcome may have more than one learning activity.

COMMUNICATION
MODULE CONTENT
Qualification Title: Domestic Work NC II
Unit of Competency: Participate in Workplace Communication
Module Title: Participating in Workplace Communication
Module Descriptor: This unit covers the knowledge, skills and attitudes
required to gather, interpret and convey information
in response to workplace requirements.
Nominal Duration: 5 hours
SUMMARY OF LEARNING OUTCOMES:
Upon completion of the module you should be able to:
LO1 Obtain and convey workplace information

LO2 Participate in workplace meetings and discussions
LO3 Complete relevant work related documents
ASSESSMENT CRITERIA:
 Access specific and relevant information from appropriate sources

 Use effective questioning, active listening and speaking skills to gather
and convey information
 Use appropriate medium to transfer information and ideas
 Use appropriate non-verbal communication
 Identify and follow appropriate lines of communication with
supervisors and colleagues
 Use defined workplace procedures for the location and storage of
information
 Carry out personal interaction clearly and concisely
 Attend team meetings on time
 Express clearly own opinions and listen to those with others without
interruption
 Establish protocols and meeting inputs consistent with the meeting
purpose
 Conduct workplace interactions in a courteous manner
 Ask and respond to questions about simple routine workplace
procedures and matters concerning working conditions of employment
 Interpret and implement meeting outcomes
COMMUNICATION
 Complete range of forms relating to conditions of employment
accurately and legibly
 Record workplace data on standard workplace forms and documents
 Use basic mathematical processes for routine calculations
 Identify and properly act upon errors in recording information on
forms/documents
 Complete reporting requirements to supervisor according to
organizational guidelines
PRE-REQUISITE :
None

COMMUNICATION
LEARNING OUTCOME # 1 OBTAIN AND CONVEY WORKPLACE
INFORMATION
CONTENTS:
 Sources of Information
 Non-verbal Communication
 Medium of Communication
 Listening and Speaking Skills
ASSESSMENT CRITERIA:
 Access specific and relevant information from appropriate sources

 Use effective questioning, active listening and speaking skills to gather
and convey information
 Use appropriate medium to transfer information and ideas
 Use appropriate non-verbal communication
 Identify and follow appropriate lines of communication with supervisors
and colleagues
 Use defined workplace procedures for the location and storage of
information
 Carry out personal interaction clearly and concisely
REFERENCES:
1. http://www.fichr.com/photos/rett66/5774602811/
2. http://www.wikihow.com/Image
CONDITIONS:
The students/trainees must be provided with the following:

 Contextual Learning Area
Tools/Materials/Supplies
- Bond paper
- Ball pen
Equipment
- Computer
ASSESSMENT METHOD:
 Written Examination
 Role Play

COMMUNICATION
LEARNING EXPERIENCES
LEARNING OUTCOME #1: Obtain and convey workplace information
Learning Activities Special Instructions

1. Read Information sheet 1.1-1
on Sources of Information Read and understand the Information
2. Answer Self Check 1.1-1 Sheets. After reading, answer the
3. Read Information sheet 1.1-2 Self-check next to it and to check if
on Listening and Speaking your answers are correct you may
Skills refer to the Answer Key. If you got
4. Answer Self-check No. 1.1-2 all the correct answers you may
5. Read Information sheet 1.1-3 proceed to the next activity.
on Medium of Communication
6. Answer Self-check No.1.1-3 If you have questions or clarifications,
7. Read Information sheet 1.1-4 do not hesitate to ask your Trainer.
on Non-verbal Communication
8. Answer Self-check 1.1-4 If all the tasks are finished in this
Learning Outcome, present your
work to your trainer for evaluation.
If, you have finished all the activities in this Learning Outcome, let the
trainer evaluate your work and ready for Institutional Assessment. If
the remark is Competent, you may proceed to Learning Outcome 2.
If, the remark is Not Yet Competent, study the module until you got it all
correctly.

COMMUNICATION
INFORMATION SHEET NO. 1.1-1
SOURCES OF INFORMATION
Learning Objectives:
1. To identify the different sources of information

2. To enumerate the uses of each sources
Sources of Information:
Throughout the course of your studies you will need to use a variety of
different information sources such as:
 reference material
 books & ebooks
 academic journals
 magazines
 newspapers
 statistics
 internet sites and
 specialist information.
The type of information source you use will differ based on the questions
you are trying to answer and the assignment required.
REFERENCE WORKS
You can use reference material (such as

dictionaries, encyclopedias, yearbooks, biographies, directories and atlases)
to find facts, figures, addresses, statistics, definitions and dates. They're
good sources of factual and statistical information, and sources like
encyclopedias can give an overview of a topic.
BOOKS & EBOOKS

COMMUNICATION
Books provide in depth coverage of a subject and are a great resource
for students. They're not as current as journal articles, but like journals
they provide citations and bibliographies which can be used to identify other
resources.
Books can be:

 in print - use the Library catalogue keyword search to find them.
 online (eBooks). (Online Books) for an explanation about them and how to
find them.
ACADEMIC JOURNALS
A journal is a publication that is published in a

particular format and is issued at fixed intervals (e.g. weekly, monthly, and
yearly). Academics, scholars, researchers and other experts in the field often
publish in academic(otherwise known as scholarly) journals. Academic
journals tend to focus on a specific area or discipline (e.g. Nature and
the New England Journal of Medicine) and are published more frequently
than books. Articles published in these journals are supported by references
to other scholarly material. The Explaining journal articles How-to guide
provides an explanation of different types of journals including peer
reviewed journals.
How do I find them?
The most efficient way to locate a journal article on a topic is to search a

database.

COMMUNICATION
MAGAZINES
Popular magazines contain articles written by

journalists and are geared towards a general audience. Unlike academic
journals they do not go through a peer review process and rarely contain
bibliographic citations.
NEWS AND NEWSPAPERS
Newspaper articles are usually published daily

about current events and developments. They are great sources of local
information.
STATISTICS
Statistics can be applicable to most disciplines but are

often difficult to find.
INTERNET SITES

COMMUNICATION
A vast array of information (such as government
reports and conference papers) is freely available on the Internet via a
browser.
Information on the internet should be evaluated - not all information is
unbiased or even accurate.
SPECIALIST INFORMATION
A variety of other specialized resources may also be required through

the course of your study such as: company information, legal
information, maps, patents, standards, tests, theses, etc.
Writing material refers to the materials that provide the surfaces on

which humans use writing instruments to inscribe writings. The same
materials can also be used for symbolic or
representational drawings. Building material on which writings or drawings
are produced are not included. The gross characterization of writing
materials is by the material constituting the writing surface (for
example, paper) and the number, size, and usage and storage configuration
of multiple surfaces (for example, paper sheets) into a single object (for
example, a spiral notebook). Writing materials are often paired with specific
types of writing instruments. Other important attributes of a writing
material are its reusability, its permanence, and its resistance to fraudulent
misuse.
Electronic media have utilized the keyboard developed for the
typewriter, electrical and electronic circuitry and storage devices, and the
viewing screen developed for reading electronic signals to separate the
medium for writing from the medium for reading.
Internet:
The Internet is a virtual treasure trove of information. Any kind of

information on any topic under the sun is available on the Internet. The
‗search engines‘ on the Internet can help you to find data on any subject
that you need.
There is a huge amount of information available on the internet for just

about every subject known to man, ranging from government law and
services, trade fairs and conferences, market information, new ideas and
technical support.
COMMUNICATION
Advantages of internet:
There many advantages to using the internet such as:
Email.
E-mail is an online correspondence system. With e-mail you can send
and receive instant electronic messages, which work like writing letters.
Your messages are delivered instantly to people anywhere in the world,
unlike traditional mail that takes a lot of time. Email is now an essential
communication tools in business. It is also excellent for keeping in touch
with family and friends. The advantages to email is that it is free ( no
charge per use) when compared to telephone, fax and postal services.
Disadvantages of the Internet:
There are certain cons and dangers relating to the use of Internet that
can be summarized as:
Personal Information:
If you use the Internet, your personal information such as your name,
address, etc. can be accessed by other people. If you use a credit card to
shop online, then your credit card information can also be ‗stolen‘ which
could be akin to giving someone a blank check.
Pornography:
This is a very serious issue concerning the Internet, especially when it
comes to young children. There are thousands of pornographic sites on
the Internet that can be easily found and can be a detriment to let
children use the Internet.
Spamming:
This refers to sending unsolicited e-mails in bulk, which serve no
purpose and unnecessarily clog up the entire system.
Such illegal activities are frustrating for all Internet users, and so instead
of just ignoring it, we should make an effort to try and stop these
activities so that using the Internet can become that much safer. That
said, the advantages of the Internet far outweigh the disadvantages, and
millions of people each day benefit from using the Internet for work and
for pleasure.
Fax Machine
Short for facsimile machine, a device that can send or receive pictures
and text over a telephone line. Fax machines work by digitizing an image
COMMUNICATION
- dividing it into a grid of dots. Each dot is either on or off, depending on
whether it is black or white. Electronically, each dot is represented by
a bit that has a value of either 0 (off) or 1 (on). In this way, the fax
machine translates a picture into a series of zeros and ones (called a bit
map) that can be transmitted like normal computer data. On the
receiving side, a fax machine reads the incoming data, translates the
zeros and ones back into dots, and reprints.
Telephone:
Making or receiving telephone calls is another art you have to answer.
Not only does the telephone bridge gaps, but also makes communication
quick and simple. It facilitates the building and maintenance of better
relationship between friends and business associates. To do that, the
practice of good manner is also a must.

COMMUNICATION
SELF CHECK NO. 1.1-1
1. What are the different sources of information?

2. What is the importance of electronic media?
3. Give the examples of electronic media.

COMMUNICATION
ANSWER KEY NO. 1.1-1
1. The sources of information are:

 Fax machine
 Telephone
 E-mail
 Electronic media
 Magazines and newspapers
 Journals
 Books
2. The importance of electronic media:

 help you to find data on any subject that you need because it
contain great information
3. Examples of electronic media:
 Internet
 E-mail
 Fax machine
 Telephone

COMMUNICATION
LISTENING AND SPEAKING SKILLS
1. To familiarize the categories of listening
2. To follow instructions given to measure its listening skills
Listening - is the ability to identify and understand what others are saying.
According to W.D. Brooks, listening is a combination of what we hear,
what we understand, and what we remember. This involves
understanding of speaker‘s accent or pronunciation, his grammar
and his vocabulary, and grasping his meaning.
Categories of listening:
1. Marginal or passive listening – involves an adequate consciousness of
language on sound. It is the type that one does when he listens to
someone in a conversation while he continues to work.
2. Attentive listening – listening closely for accuracy of comprehension of
the content of the message as when one arrives at the main idea or
draws conclusion or generalization.
3. Critical listening – analyzing and judging the message critically. It is
done when one sees relationship among ideas.
4. Appreciative listening – done when one listens appreciatively to
stories, plays and music, sounds of language, rhyme, etc.
Problems of listening:
1. Redundancy – if the listener does not hear what is said for the first
time, he may have a second opportunity when it is repeated.
2. Untidiness – contain unfinished utterances, pauses, and even moments
of silence.
3. Environmental Interference – requires the hearer to cope with
environmental uncertainties such as the voice quality and the
emotional states of interlocutors and the loudness of it. Noise is
another factor that interferes comprehension of the message heard.
Guidelines for effective classroom listening:

1. Listen purposely.
2. Focus on the message.
3. Work at listening.
4. Suspend judgment.
5. Be data –based
6. Listen to the whole message.
7. Appear attentively.
COMMUNICATION
Speaking Skills:
Improving your English speaking skills will help you communicate more
easily and effectively. But how do you become a more confident English
speaker?
Practice where you can, when you can. Any practice is good – whether
you speak to someone who is a native English speaker or not.
It's important to build your confidence. If possible, use simple English

sentence structure that you know is correct, so that you can concentrate on
getting your message across.
Try to experiment with the English you know. Use words and phrases
you know in new situations. Native English speakers are more likely to
correct you if you use the wrong word than if you use the wrong grammar.
Experimenting with vocabulary is a really good way of getting feedback.
Try to respond to what people say to you. You can often get clues to what
people think by looking at their body language. Respond to them in a
natural way.
Try NOT to translate into and from your own language. This takes too
much time and will make you more hesitant.
If you forget a word, do what native English speakers do all the time, and
say things that 'fill' the conversation. This is better than keeping completely
silent. Try using um, or er, if you forget the word.
Don't speak too fast! It's important to use a natural rhythm when speaking
English, but if you speak too fast it will be difficult for people to understand
you.
Try to relax when you speak – you'll find your mouth does most of the
pronunciation work for you. When you speak English at normal speed, you'll
discover that many of the pronunciation skills, such as linking between
words, will happen automatically.
Remember, when speaking English…
 Try to become less hesitant and more confident.

 Don't be shy to speak – the more you do it, the more confident you'll
become.
 Remember to be polite – use "please" and "thank you" if you ask
someone to do something for you.

COMMUNICATION
How to Improve Speaking Skills:
Most people are petrified at the thought of public speaking. Yet we
speak before an audience every day when we communicate with
friends, family and coworkers. Whether you speak to one person or 100
people, some of the same skills are involved. Being able to
communicate well is a critical skill for professional success, no matter
what your line of work.
Instructions:
1. Be prepared. Speaking on a topic that interests you makes it easier to be
comfortable with the material.
2. Practice your speech out loud. Practice with any visual aids that you will
be using, such as charts or a laptop. Speak slowly and clearly, carefully
enunciating each word.
3. Become familiar with the room you will be speaking in. Stand at the
podium and use the microphone.
4. Stand by the room doorway and greet people as they arrive. Start a
conversation with some of the audience members so you have "someone" to
speak to.
5. Picture how you will look as you give your speech. Think of yourself as a
strong and confident presenter. Imagine the audience hanging on your every
word.
6. Accept that the audience is your friend and they want you to be
successful. They are not spending their time and/or money hoping to see
someone fail.
7. Avoid filler words by taking the time, instead, to pause and to breathe.
Give the audience a chance to absorb what you have just said. Plus the
pause allows you to think about what you will be saying next.
8. Concentrate on what you are saying. You know your material and are
enthusiastic about the topic. Show that in your demeanor.
9. Start your speech by simply relaxing. Smile, slowly count to three, greet
your audience and then begin.
10. Watch your audience. Learn how to read faces. Are they nodding their
head in agreement and comprehension of what you just spoke about or do
they look puzzled?
11. Give more speeches. Experience will help improve your speaking skills.

COMMUNICATION
1. What are the different ways to improve our speaking skills?

2. Give the guidelines for effective classroom listening.
3. Why do we need to improve our listening skills?

COMMUNICATION
1. Ways of improving the speaking skills
 be prepared
 practice your speech out loud
 become familiar with the room you will be speaking in
 stand by the room doorway and greet people as they arrive
 picture how you will look as you give your speech
 accept that the audience is your friend and they want you to be
successful
 avoid filler words by taking the time, instead, to pause and to
breathe
 concentrate on what you are saying
 start your speech by simply relaxing
 watch your audience
 give more speeches
2. Guidelines for effective classroom listening:
 Listen purposely.
 Focus on the message.
 Work at listening.
 Suspend judgment.
 Be data –based
 Listen to the whole message.
 Appear attentively.
3. We need to improve our skills in listening so that we can easily

comprehend the information or the instructions from the speaker.

COMMUNICATION
MEDIUM OF COMMUNICATION
1. To identify the different workplace notices
2. To write and compose workplace notices
Written communication:
Employers often require workers to use written forms of communication.

This may involve reading workplace notices and instruction such as:
 signs and labels

 notes, messages and memos
 rosters and work schedules
 safety material and notices
 invoices and dockets with customer information
 tables and simple graphs.
Employees may also be required to write down information, messages and

material and tool requirements. They will need to fill out a variety of
workplace forms
1. Memorandum- used to direct to a specific individual to commend or

call attention to a work done. It contains the following features;
Example of MEMO:
Technical Education and Skills Development Authority

DB‘S HOMETEL TRAINING SERVICES INC.
124- C.DB Ledesma St., Jaro, Iloilo City
MEMORANDUM
To: All Employees
From: Institution Head
CC. HRDC Office
Date: May 9, 2016
Subject: New ID Card Design and Processing Protocols
Effective June 7, 2016, all employees must wear their new ID
card when reporting for work.
The new Id includes emergency contact information, GSIS
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number, Pag-ibig number, and the blood type of the employee.
Therefore, you have to verify or update your encoded data at the HRDC
office before your ID card is processed.
Picture taking and ID processing will take place at the Digital Processing
Office from May 14 to 18, 2012, every Monday, Tuesday, and Friday. Picture
taking and ID processing for regular employees is from 8:00 to 11:00 a.m.,
while job-hire staff is scheduled from 1:00 to 4:00 p.m. only.
For any problems or question, just visit the HRDC office.
2. Letter – is to communicate orders, claims, adjustments or sales. It

conveys a more personal touch than the memo.
3. Employees‘ handbook – Presents corporate policies, employees rights
and privileges, duties and obligations. It also includes the company‘s
history and goals like salary schemes in the company, chances for
advancement, vacation and overtime benefits.
4. Bulletin Board – used for motivational announcement and for display
or routine information and subjects of general interest.
5. Survey – bring up to management first hand data on the opinions,
attitudes, feelings, and other relevant information and about the
target subjects.
6. Meetings and conferences- are means of opening out problems and
working out solutions to these problems.
7. Seminars and workshops – are used to upgrade knowledge and skills
of personnel to do their jobs better.
8. Telephone, intercoms, and cell phones – cut physical distance between
speakers and provide immediate feedbacks without the need of face to
face communication.
9. Communication technology – makes possible to send oral and written
messages through computers and electronic transmission systems to
speed up and to improve the communication process.
10. Circular- is directed to number of personnel or people to
transmit information, policies, and announcements.
11. Notices -
Communications can be made through verbal (by the use of words)
and non-verbal (through actions or movements, signs & symbols, pictures,
expressions, physical appearance, eye contacts, etc.)

COMMUNICATION
SELF-CHECK NO. 1.1-3
Directions:
Read the statements carefully and identify the following notices and
forms.
1. It is used to direct to a specific individual to commend or call attention

to a work done. It contains the following features.
2. It is used to communicate orders, claims, adjustments or sales. It
conveys a more personal touch than the memo.
3. It is used to present corporate policies, employees rights and
privileges, duties and obligations. It also includes the company‘s
history and goals like salary schemes in the company, chances for
advancement, vacation and overtime benefits.
4. It is used for motivational announcement and for display or routine
information and subjects of general interest.
5. It brings up to management first hand data on the opinions, attitudes,
feelings, and other relevant information and about the target subjects.
6. These are the means of opening out problems and working out
solutions to these problems.
7. These are used to upgrade knowledge and skills of personnel to do
their jobs better.
8. Used to cut physical distance between speakers and provide
immediate feedbacks without the need of face to face communication.
9. It makes possible to send oral and written messages through
computers and electronic transmission systems to speed up and to
improve the communication process.
10. It is directed to number of personnel or people to transmit
information, policies, and announcements

COMMUNICATION
1. Memorandum
2. Letter
3. Employees‘ handbook
4. Bulletin Board
5. Meetings and conferences
6. Survey
7. Seminars and workshops
8. Telephone, intercoms, and cell phones
9. Communication technology
10. Circular

COMMUNICATION
NON-VERBAL COMMUNICATION
1. To determine the nonverbal communication displayed by the

sender
2. To perform different nonverbal communication
Non-verbal communication - is referring to the exchange of information

through action or movement.
Categories of nonverbal communication:
1. Sign language – transmission of messages through the use of
gestures. These are words and numbers.
2. Object language – represents the showing of material objects like
clothing, shoes, tools or art objects
3. Action language – refers to all movements which are frequently
used as signals.
How to Communicate With Body Language
Method 1 of 4: Understanding Your Own Body Language
1. Be natural. Even if you were to succeed in controlling your body

language "by the book", you would look fake. While there are certain
aspects of body language that can be improved upon to create a more
effective message, you still need to act like yourself and not be robotic.
2. Identify your body language patterns. Make a conscious effort to think
about what your body is doing in different interactions with different
people. A mirror can be useful to examine facial expressions and posture,
but mainly you just want to pay attention to what your body does when
you're angry, nervous, or happy.

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3. Determine whether your body language is in sync with your
message. Your body language is effective if it communicates the
message you want it to communicate. Does your posture
communicate confidence, or does it make you seem unsure of yourself
even though your words express confidence? If your non-verbal signals
match your words, you'll not only communicate more clearly, you'll also
be perceived as being more charismatic.
 Look at the big picture. You don't have to have every little nuance "correct"
as long as the overall effect of the cluster is in sync with your message.
Method 2 of 4: Gestures
1. Emphasize a point. Have more than one gesture. This will help you
better get your message across. If you want to make sure you're not
misunderstood, repeat both gestures when you speak the idea aloud. If
the listener doesn't pick up on one gesture, he or she will likely be
familiar with the other. You don't have to use a body language gesture (or
two) for every word, but it's a good idea to have a toolbox of gestures you
can use to reinforce very important, yet easily misinterpreted concepts.
2. Direct the most positive gestures toward the listener. This lets you
more clearly indicate that you are offering a favorable outcome to the
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listener. Direct the most negative gestures away from yourself and the
listener. This way you clearly indicate that you wish that no obstacle stands
in the way of your intended message.
3. Use hand gestures carefully. Be conscious of what your hands are

saying as you speak. Some hand gestures can be very effective in
highlighting your points (open gestures), while others can be distracting or
even offensive to some listeners, and can lead to the conversation or
listening being closed down (closed gestures). It also helps to watch other
people's hand gestures to see how they come across to you.
4. Keep a check on other body language signals. Watch for wandering

eyes, hands picking at fluff on your clothing and constant sniffling. These
small gestures add up and are all guaranteed to dampen the effectiveness of
your message. Don't worry about if you accidentally perform a few of these
in any given setting. The point here is to be certain that your body language
is not distracting for your listener and for you to pay attention to what your
body is doing.
Method 3 of 4: Being Aware Of Your Audience
1. Recognize people. Sure, you don't necessarily know the people in your
audience or that new friend in your group, but they're nodding along with
you and looking knowingly at you all the same. This means that they are
connecting with you. So reward them with your acknowledgment.

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2. Use facial expressions consciously. Aim to reflect passion and generate
empathy with the listener by using soft, gentle, and aware facial
expressions. As much as possible, except when culture dictates, avoid
negative facial expressions, such as frowns or raised eyebrows. [By the way,
ASL uses these signals to communicate the context of the discussion.] What
is or isn't negative is dependent on the context, including cultural context,
so be guided by your situation.
 Be alert for unexpected behavior that suggests you're cross-culturally

colliding, such as a clenched fist, a slouched posture, or even silence.[2] If
you don't know the culture, ask questions about communication challenges
before you start to speak with people in their cultural context.
3. Communicate eye to eye. Eye contact establishes rapport, helps to

convince that you're trustworthy, and displays interest. During a
conversation or presentation, it is important to look into the other person's
eyes if possible and maintain contact for a reasonable amount of time (but
don't overdo it; just as much as feels natural, about 2-4 seconds at a time).
 Remember to take in all of your audience. If you're addressing a boardroom,

look every member of the board in the eye. Neglecting any single person can
easily be taken as a sign of offense and could lose you business, admission,
success, or whatever it is you are endeavoring to achieve.
 If you're addressing an audience, pause and make eye contact with a
member of audience for up to 2 seconds before breaking away and resuming
your talk. This helps to make individual members of the audience feel
personally valued.
 Be aware that eye contact is culturally ordained. In some cultures it is
considered to be unsettling or inappropriate. Ask or research in advance.

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Method 4 of 4: General Tips For Effective Communication
1. Touching one's face signals anxiety. Improve your posture. If you're

constantly hunched over or touching your face, you'll never
look confident, approachable or at ease. Improving your posture and
working to eliminate nervous tics can be difficult and will take time, but
you'll quickly improve your overall non-verbal communication.
2. Identify cultural norms. If you have recently entered a new culture, you
may need to adjust your body language. Cultural norms regarding body
language (i.e. how far away you should stand from someone, how much eye
contact you should make, and what gestures are considered taboo), vary
considerably and if you don't speak the same body language as the locals,
you're liable to be misunderstood a great deal. This can even sometimes be
met with very serious implications.
3. Concentrate on difficult situations. It's most important to make sure

your body language is clear in interactions with people you don't know very
well. These situations (first dates or job interviews, for example) may merit
some special attention. Get in front of a mirror and practice these
interactions. Speak aloud as you normally would and carefully watch what
your body is doing. You could also videotape yourself for several minutes
and then watch the video to identify how you might present yourself better.

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4. Say what you mean. For most people, body language that effectively
reinforces the speaker's intent comes naturally when they mean what they
say. The problem, of course, is that we don't always say what we mean. If
you're trying to lie convincingly, for example, you'll probably have to alter
your body language to prevent it from arousing suspicion. It's often easier to
just say what you feel.
5. Observe your own expressions Use your body language to help you
understand how you feel. If you're not quite sure how you feel about
something or someone, pay attention to what your body is saying. Other
people will be able to read your body language to help uncover what you're
feeling, so you should be able to read your body language better than
anyone else can. Using body language effectively means not only
communicating with others, but also learning more about you.
Verbal Communication:
The levels of communication are useful in understanding the sub-discipline

of communication study.
1. Intrapersonal Communication - talking to one‘s self. It involves

cognitive processing, personal perception, self- reflection and personality
involving self - image or self- concept. The self-concept is who you think
you are and the self is who you are.
2. Interpersonal Communication – process of transmitting information,

ideas, and attitudes from one person to another. (Ex. Conversation, face-
to-face interaction, oral interview)
3. Small group Communication – happens among a set of individuals who

are mutually aware and maintain a common focus of attention.
4. Organizational Communication – happens when a complex network of

individuals and groups having subgroups and differentiated functions.
5. Public Communication – happens between a communication source

and a large, co-present audience.
6. Mass Communication – process of transmitting information, ideas

attitudes to so many people usually through a machine.
Ways of making verbal contacts:

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 Search for identifying data
 Personality topics
 Art of compliments
 Talking about here – and – now surroundings
 Search for mutual interest
 Creative gibe (characterized by playful insult)
 Identifying data offered spontaneously
Face to Face Interactions:
True and False: Write the word true if the statement is correct and false
if it is wrong.
_____ 1. The term interpersonal communication is talking to other people

or few numbers of individuals.
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_____ 2. Verbal communication is more effective than non-verbal type.
_____ 3. Reporting is one examples of mass communication.
_____ 4. Organizational communication is commonly practiced by people
within the company or institution.
_____ 5. In verbal communication you can easy understand the ideas of
others.
_____ 6. Nonverbal communication communicates an emotion.
_____ 7. Actions speak louder than words.
_____ 8. Nonverbal communication sometimes leads to
misinterpretations.
_____ 9. You can easily express feelings or emotions through touching
others.
_____10. Well written policies and procedures does not allow employees to
comprehend their roles and responsibilities within predefined
limits.
1. True

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2. False
3. False
4. True
5. True
6. True
7. True
8. True
9. True
10. False

COMMUNICATION WITH SUPERVISORS AND COLLEAGUES

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Here are our five tips for creating a respectful interaction in the
workplace. These Rules of Engagement are primarily used in our workshops
but these rules are so universal they could be adopted and used in a
multitude of workplace scenarios to ensure respectful interactions among
employees.
1.Take the point of view of others. Science has shown us that mirror
neurons work to create empathy among individuals. By taking the point
of view of the people we work with we can better understand their
motivations.
2.Value the many sources of knowledge that exist. Sometimes we tend

to think that our view is the correct one, because it‘s all we know. But
there are many sources of knowledge that exist within the workplace and
all we have to do is take the time to explore them. Learn about that new
co-worker or have lunch with someone in another department.
3.Look for places to agree, connect or support. When we interact with

others in the workplace, it‘s easier to conquer our differences by finding
ways to connect first. Does that co-worker with the different political
beliefs also value family as much as you? This allows you to create a
connection with the person based on commonality.
4.Acknowledge that I don’t have to be right all the time. Often when
we assume we are right, we reduce the amount of new information that
we take in, because obviously we know it all already! A better approach
would be to accept that you may not be right all the time and allow
yourself to learn from your co-workers‘ differences.
5.Act in ways that edify the self-esteem of others. Discussions of
difference or diversity in the workplace can sometimes get ugly with
people hurling personal insults at one another. Instead, try to boost the
self-esteem of others when discussing such hotly contested topics.
Building self-esteem is a major step toward creating a respectful
workplace.
By practicing these simple tips on a regular basis, you can ensure that
respect is not just another corporate buzzword in the workplace but an
action that all employees partake in. And hopefully, before long, these rules
will become ones that we all follow without giving them much thought.
The Importance of Interaction in Workplace Issues:
Employees need to interact to solve problems effectively. Avoiding

disagreements just causes more friction over time. Common sources of
problems in the workplace include limited resources, such as time or
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materials, conflicts of interest and insufficient definition of responsibilities.
Employees who interact effectively overcome stereotypes and misconceptions
to work more productively. Despite equal opportunity and fair hiring
regulations, organizations still need to value diversity and tolerance to
improve day-to-day interactions between workers. In a highly volatile global
marketplace, successful leaders maintain their company's competitive edge
by ensuring that all employees develop skills to communicate with people
from other cultures and backgrounds.
How Best to Interact with Employees in the Workplace:
Every year, a lot of money is lost on the account of employees that

perform poorly. These employees make organizations lose a lot of time
and energy trying to undo mistakes. Managers and owners of businesses
are therefore left with no choice but try to improve the working conditions
at the workplace. It is best to treat employees well if you want to retain
them . . . here is how to encourage them to do a great job every day.
Noting beats the feeling of being in control while working. As much as the
job one is doing may not be his or her favorite, it would still feel nice if
the personal space of this person is not invaded. This makes a person
feel independent and hence he or she is able to work at the best of their
ability. Good managers are left with the task of ensuring that every
worker is given adequate space to carry out his duties.
Working in a place where the rights of every worker are upheld is the
dream of all employees. No one likes to work in a location where airing
your own views is strongly opposed. Workers must at all times be in a
position to communicate with the managerial staff on issues that are
affecting them in their everyday schedules.
Teamwork is always the main ingredient in every successful production

process. Administrators are therefore advised to encourage cooperation
among workers if they expect proper results in the end. This can be done
by allowing free interaction among employees and the various
departments in an organization.
A huge task can easily be solved by subdividing it to different parties to

work on it. By doing this, each team is given an opportunity to chip in
and offer a hand in solving the problem. Employees are able to combine
their efforts and come up with a viable solution just by cooperating with
one another.
The workplace can also be turned into a fun place occasionally, so that
everything is not always so serious. By promising rewards in the form of
certain preferential treatment for good performance, employers can
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promote positive competition among workers which will in the end reflect
as profits. The preferential treatment can last for a day or two so that
everyone would strive to be the next person to get the reward.
Since production is a process, employers can take the initiative of

discussing the progress at every stage during the process. This enables
the identification of problems and challenges faced before they
accumulate and become unbearable. Also it provides an avenue for the
interaction between the employer and employee. It is very helpful when
members of staff know that their employer is a human being who is
capable of hearing them.
Events organized in the name of the organization enable workers to

socialize in an environment different from the workplace. At these events,
such as summer picnics or holiday parties, employees may be free to
discuss where they view the organization in the future and what areas
they think would have a great impact if there were changes. In addition,
it is at such occasions that the managerial staff can interact with the
juniors and get firsthand knowledge of their personalities, families, and
other personal aspects that allow individuals to form deeper and lasting
connections.
Understanding co-worker interactions in the workplace:
As a new employee starting in a job for the first time, or even a seasoned
employee transferring from one department to another, one of the hardest
things to learn in the workplace is the fact that every person reacts
differently to social interaction. While some people may seem like social
butterflies, others want limited to no contact and to simply be left alone to
do their work. Since there is no way of knowing how each person will react
when engaging with them, below are a few suggestions to follow upon
arriving into the new environment.
1. Take the time to just sit back and observe the inter-workings of the
department or job. Getting to know the surroundings takes time.
Watch closely as each person acts or reacts to a given situation with
one person or another. This will provide valuable information on how
to work within the boundaries of each person‘s comfort zone of social
interaction.
2. Don‘t rock the boat! This is always a bad maneuver and will
inevitably cause problems. It‘s quite possible that some of the
department members have been working together for years and may
find difficulty in letting go of the duties they once had. Just be quiet for
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the time being and do things the way they‘ve always been done until
others get comfortable with the situation.
3. Concentrate on learning the duties of requirements of the position.

Everything is new and exciting right now so the best thing to do is to
learn what needs to be done and then do it really well. Once those job
duties are mastered then suggest making some changes.
4. Whenever possible, communicate succinctly and honestly as

possible in all conversations with co-workers. Speaking in this fashion
will earn the respect of others and will show them just how much the
new member of the team values their time.
5. Above all else, don‘t take sides in any internal disputes or bad
feelings. Feeding off of negative energy will only perpetuate the
problems and disrupt the workflow. Being sympathetic and perhaps
offering a shoulder to cry on is one thing, but adding ―fuel to the fire‖
will not resolve anything.

PROCEDURES IN A WORKPLACE

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A workplace procedure is a step by step description of how some job
function is to be done. It is most useful if written in clear language and
readily available to those who perform that function. However, some
workplace procedures are not written down and are simply passed by word
of mouth from older to younger employees.
Work place procedures are important for any company to run effectively.
Well written policies and procedures also allow employees to comprehend
their roles and responsibilities within predefined limits and allow
management to direct operations without regular management involvement.
Telephone etiquette is as important as manners in any other place or

situation. Being polite on the telephone is just as important as when
speaking with someone in person. You might be surprised at how good you
feel about yourself if you use proper telephone etiquette and the positive
responses received while talking on the phone.
Tips for telephone Etiquette:

1. Ask the caller, ―to whom am I speaking?‖
2. Avoid unnecessary jargons and acronyms in your conversation
3. Use the caller‘s name in your conversation
4. Practice goods listening skills
5. Speak clearly and are smiling as you answer the telephone; also identify
yourself
6. Before placing a caller on hold ask permission first and thank them
7. Do not forget to return call as you promised
8. Do not permit the phone to ring into the office more then three times
9. Always use a pleasant and friendly tone
10. Never interrupt the person while he/ she is talking
11. Never engage in an argument with a caller
12. Do not answer the phone if you are eating or chewing gums

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13. Do not give the impressions that are in a hurry
14. Do not leave a message with someone else or voice mails regarding the
details of a delinquent account
15. Do not call a patient, customer‘s or client‘s home before 8:00 AM or after
9:00 PM, unless you were given permission
16. Always have something to write with
17. be enthusiastic and respectful
18. If you dialed a wrong number say ―sorry‖.
19. When the caller is giving a lengthy explanation, indicate your presence
by using sounds
20. Recapitulate the message received before closing the telephone
21. Always end the call graciously
THE PARTS OF SPEECH
Traditional grammar classifies words based on eight parts of speech: the

verb, the noun, the pronoun, the adjective, the adverb, the preposition, the
conjunction, and the interjection.
Each part of speech explains not what the word is, but how the word is
used. In fact, the same word can be a noun in one sentence and a verb or
adjective in the next. The next few examples show how a word‘s part of
speech can change from one sentence to the next, and following them is a
series of sections on the individual parts of speech, followed by an exercise.
Books are made of ink, paper, and glue.
In this sentence, ―books‖ is a noun, the subject of the sentence.
Daisy waits patiently while Bridgette books the tickets.
Here ―books‖ is a verb, and its subject ―Bridgette.‖
We walk down the street.
In this sentence, ―walk‖ is a verb, and its subject is the pronoun ―we‖.
The mail carrier stood on the walk.
In this example, ―walk‖ is a noun, which is part of a prepositional phrase

describing where the mail carrier stood.

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The town decided to build a new jail.
Here ―jail‖ is a noun, which is the object of the infinitive phrase ―to build.‖
The police told us that if we did not leave town immediately he would
jail us.
Here ―jail‖ is part of the compound verb ―would jail.‖
They heard high pitched cries in the middle of the night.
In this sentence,‖ cries‖ is a noun acting is a the direct object of the ―

heard.―
The baby cries all night long and all day long.
But here ―cries‖ is a verb that describes the actions of the subject of the
sentence,‖ the baby‖.
The next few sections explain each of the parts of speech in detail. When you
have finished, you might want to test yourself by trying the exercise.
What is a Verb
The verb is perhaps the most important part of the sentence. A verb or
compound verb asserts something about the subject of the sentence and
express actions, events, or states of being. The verb or compound verb is
critical element of the predicate of a sentence.
In each of the following sentences, the verb or compound verb is highlighted:
Dracula bites his victims on the neck.
The verb ―bites‖ describes the action Dracula takes.
In early October, Giselle will plant twenty onion bulbs.
Here the compound verb ―will plant‖ describes an action that will take place
in the future.
My first teacher was Miss Cruz, but I remember the janitor Mr.
Santos more vividly.
In this sentence, the verb ―was‖ (the simple past tense of ―is‖) identifies a
particular person and the verb ―remember‖ describes a mental action.
Karl Celman bicycled around the world in 1899, but his bicycle was
destroyed.
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In this sentence, the compound verb ―were destroyed‖ describer an action
which took place in the past.
What is a Noun?
A noun is a word used to name a person, animal, place and abstract idea.
Nouns are usually the first words which small children learn. The
Highlighted words in the following sentences are all nouns:
Late last year our neighbors bought a goat.

Portia White was an opera singer.
The bus inspector looked at all passengers‘ passes.
According to Plutarch, the library at Alexandria was destroyed in 48
B.C.
Philosophy is of little comfort to the starving.
A noun can function in a sentence as a subject, a direct object, an indirect

object, a subject, a direct object, an indirect object, a subject complement,
an object complement, an appositive, an adjective or an adverb.
Noun Gender
Many common nouns, like ―engineer‖ or ―teacher,‖ can refer to men or
women. Once, many English nouns would change form depending on their
gender—for example, a man was called an ―author‖ while a woman was
called an ―authoress‖—but this use of gender-specific nouns is very rare
today. Those that are still used occasionally tend to refer to occupational
categories, as in the following sentences.
Vilma Santos is a very prominent actress.

Charito Solis was at the height of her career as an actress in the
80s.
The manager was trying to write a want ad, but he couldn‘t
decide whether he was advertising for a ―waiter‖ or ―waitress‖
Noun Plurals
Most nouns change their form to indicate number by adding ―-s‖ or‖-es‖, as
illustrated in the following pairs of sentences:
When Matthew was small he rarely told the truth if he thought he

was going to be punished.
Many people do not believe that truths are self-evident.
As they walked through the silent house, they were startled by an
unexpected echo.
I like to shout into the quarry and listen to the echoes that
returned.
He tripped over a box left carelessly in the hallway.
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Since we are moving, we will need many boxes
There are other nouns which from the plural by changing the last letter
before adding ―s‖. Some words ending in ― f ‖ and adding ― -es, ― and words
ending in ― y ― from the plural by deleting the ―y‖ and adding ―-es,‖ as in the
following pairs of sentences:
The port at Cagayan de Oro has one Wharf.

There are several wharves in Cebu City.
Baguio is their favorite city because it reminds them of their
courtship.
The vacation my grandparents won includes trips to twelve
European cities.
The children circled around the headmaster and shouted,‖ Are
you a mouse or a man?‖
The audience was shocked when all five men admitted that they
were afraid of mice.
Other nouns form the plural irregularly. If English is your first language,
you probably know most of these already: when in doubt, consult a good
dictionary.
Possessive Nouns
In the possessive case, a noun or pronoun changes its form to show that it
owns or is closely related to something else. Usually, nouns become
possessive by adding a combination of an apostrophe and the letter ―s.‖
You can form the possessive case of s singular noun that does not end in ―s
―by adding an apostrophe and ―s,‖ as in the following sentences:
The red suitcase is Cassandra’s.

The only luggage that was lost was the assessor’s.
The film crew accidentally crushed the sea turtle’s eggs.
Chito Roño’s film was once more popular than Lino Cayetano‘s.
You can form the possessive case of a plural noun that does not end in ―s‖
by adding an apostrophe and an ―s‖ as in following examples:
The baker’s aprons were scattered on the floor of the kitchen.

Since we have a complex appeal process, a jury’s verdict is not
always final.
The men’s volleyball team will be played as soon as the women‘s
team is finished.
The hunter followed the deer’s trail all morning but lost it in the
afternoon.

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You can form he possessive case of a plural noun that does end in ―s ―by
adding an apostrophe:
The janitors’ room is downstairs and to the left.

My uncle spent many hours trying to locate the birds’ nest.
Religion is usually the subject of the roommates’ many late night
debates.
Using Possessive Nouns

When you read the following sentences, you will notice that a noun in the
possessive case frequently functions as an adjective modifying another
noun:
The miner’s face was covered in coal dust.
Here the possessive noun ―miner‘s ―is used to modify the noun ―face‖ and
together with the article ―they make up the noun phase that is the
sentence‘s subject.
The film crew accidentally crushed the sea turtle’s eggs.
In this example the possessive noun ―sea turtle‘s‖ modifies the ―eggs‖ and
the noun phrase ―the sea turtle‘s eggs‖ is the direct object of the verb
―crushed.‖
My uncle spent many hours trying to locate the birds’ nest.

In this sentence the possessive noun ― birds ― is used to modify the noun ―
nest ― and the noun phrase ― the birds‘ nest ‖ is the object of the infinitive
phrase ― to locate.‖
Types of Nouns
There are many different types of nouns. As you know, you capitalize some
nouns, such as ―Manila‖ or ―Luisa,‖ and do not capitalize others, such as
―boy‖ or ―tree‖ (unless they appear at the beginning of a sentence). In fact,
English has developed a whole series of noun types, including the proper
noun, the common noun, the concrete noun, the abstract noun, the
countable noun ( also called the count noun), the non-countable noun ( also
called the mass noun), and the collective noun. You should note that a noun
will belong to more than type: it will be proper or common, abstract or
concrete, and countable or non-countable or collective.
If you are interested in the details of these different types, you can read
about them in the following sections.
Proper Nouns

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You always write a proper noun with a capital letter, since the noun
represents the name of a specific person, place, or thing. The names of days
of week, months, historical documents, institutions, organizations, religions,
their holy texts and their adherents are proper nouns. A proper noun is the
opposite of a common noun. In each of the following sentences, the proper
nouns are highlighted:
Who is the manager of the San Miguel Beermen?

Many people dread Monday mornings.
Labor Day is celebrated on the first of May
Abraham appears in the Talmud and in the Koran.
Last year, I had a Baptist, a Buddhist, and a Muslim as roommates.
Common Nouns
A common noun is a noun referring to a person, place, or things in a general
sense—usually; you should write it with a capital letter only when it begins
a sentence. A common noun is the opposite of a proper noun.
In each of the following sentences, the common nouns are highlighted:
According to the sign, the nearest town is 10 kilometers away.

All the gardens in the neighborhood were invaded by beetles this
summer.
I don‘t understand why some people insist on having different kinds
of glasses in their cupboards.
The road crew was startled by the sight of three large deers
crossing the road.
Many child-care workers are underpaid.
Sometimes you will make proper nouns out of common nouns, as in the
following examples:
The tenants in the Garnet Apartments are appealing the large and
sudden increase in their rent.
The meals in the Beanstalk Restaurant are less expensive than meals
in ordinary restaurants.
The Diary of Anne Frank is often a child‘s first introduction to the
history of the Holocaust.
Concrete Nouns
A concrete noun is a noun which names anything (or anyone) that you can
perceive through your physical senses: touch, sight, taste, hearing, or smell.
A concrete noun is the opposite of an abstract noun.
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The highlighted words in the following sentences are all concrete nouns:
The waiter handed the order list to the supervisor.

Whenever they take the dog to the beach, it spends hours chasing
waves.
The real estate agent urged the couple to buy the second house
because it had new shingles.
The book binder replaced the flimsy paper with a sturdy, cloth-
covered board.
Abstract Nouns
An abstract noun is a noun which names anything which you can not
perceive though your five physical senses, and is the opposite of a concrete
noun. The highlighted words in the following sentences are all abstract
nouns:
Buying the coffee machine was an afterthought.

Natalie is amused by people who are nostalgic about childhood.
Justice often seems to slip out of our grasp.
Some scientists believe that schizophrenia is transmitted
genetically.
Countable Nouns
A countable noun (or count noun) is a noun with both a singular and a
plural form, and it names anything (or anyone) that you can count. You can
make a countable noun can be made plural and attach it to a plural verb in
a sentence. Countable nouns are the opposite of non-countable nouns and
collective nouns.
In each of the following sentences, the highlighted words are countable

nouns:
We painted the table red and the chairs blue.

Since be inherited his aunt’s restaurant, Jerome spends every
weekend checking his stocks.
Miriam found six bronze coins in the toe of a sock.
Over the course of twenty-seven years, Martha Ballad delivered
just over eight hundred babies.
Non-Countable Nouns
A non-countable noun ( or mass noun ) is a noun which does not have a
plural form‘ and which refer to something that you could( or would ) not
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usually count. A non-countable noun always takes a singular verb in a
sentence. Non-countable nouns are similar to collective nouns, and the
opposite of countable nouns.
The highlighted words in the following sentences are non-countable nouns:
Joseph Priestly discovered oxygen.
The word ―oxygen‖ cannot normally be made plural.
Oxygen is essential to human life.
Since ―oxygen‖ is a non-countable noun, it takes the singular verb ―is‖

rather than the plural verb ― are. ―
We decided to sell the furniture rather than take it with use when we
moved.
You cannot make the noun ―furniture‖ plural.
The furniture is heaped in the middle of the room.
Since ―furniture‖ is an non-countable noun, it takes a singular verb, ― is

heaped.‖
The crew spread the gravel over the roadbed.
You cannot make the non-countable noun ―gravel ―plural.
Flour is more expensive than I thought.
Since ―flour ―is a non-countable noun, takes the singular verb ―is. ―
Collective Nouns
A collective noun is a noun naming a group of things, animals, or persons.
You could count the individual members of the group, but usually think of
the group as a whole is generally as one unit. You need to be able to
recognize collective nouns in order to maintain subject- verb agreement. A
collective noun is similar to a non-countable noun, and is roughly the
opposite of a countable noun.
In each of the following sentences, the highlighted word is a collective noun:

The flock of geese spends most of its time in the pasture.
The collective noun ―geese‖ takes the singular verb ―spends.‖
The technical committee meets every Wednesday afternoon.

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Here the collective noun ―committee ―takes a singular verb, ―meets. ―
The class was startled by the bursting light bulb.
In this sentence the word ―class ―is a collective noun and takes the singular
compound verb ―was startled.‖
What is a Pronoun?
A pronoun can replace a noun or another pronoun. You use pronouns like
―he‖ ―which,‖ ―none,‖ and ―you‖ to make your sentences less cumbersome
and less repetitive.
Grammarians classify pronouns into several types, including the personal

pronoun, the interrogative pronoun the relative pronoun, the reflexive
pronoun, and the intensive pronoun.
Personal Pronouns
A personal pronoun refers to a specific person or thing and changes its form
to indicate person, number, gender and case.
Subjective Personal Pronouns

A subjective personal pronoun indicates that the pronoun is acting is the
subject of the sentence. The subjective personal pronouns are ―I,‖ ―you,‖
―she,‖ ‖he,‖ ―it,‖ ―we,‖ ―you,‖ ―they.‖
In the following sentences, each of the highlighted words is a

subjective personal pronoun and acts as the subject of the sentence:
I was glad to find the bus pass in the bottom of the green knapsack.
You are surely the strangest child I have ever met.
When she was a young woman, she earned her living as a waitress.
After many years, they returned to their homeland.
We will meet at the library at 3:30 p.m.
It is on the counter.
Are you the delegates from KNAS?
Objective Personal pronouns

An objective personal pronoun indicates that the pronoun is acting as an
object of a verb, compound verb, preposition, or infinitive phrase. The

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objective personal pronouns are:‖me,‖ ―you,‖ ―her,‖ ―him,‖ ―it,‖ ―us.‖ and
―them.‖
In the following sentence, each of the highlighted words is an objective

personal pronoun:
After reading the pamphlet, Judy threw it into the garbage can.
The pronoun ―it‖ is the direct object of the verb ―threw‖.
The agitated assistant stood up and faced the angry delegates and
said,
―Our leader will address you in five minutes.‖
In this sentence, the pronoun ―you‖ is the direct object of the verb ―address.‖
Debrah and Roberta will meet us at the newest café in the market.
Here the objective personal pronoun ―us‖ is the direct object of the
compound verb ―will meet.‖
Give the list to me.
Here the objective personal pronoun ―me‖ is the object of the preposition ―to‖
I‘m not sure that my contact will talk to you.
Similarly in this example, the objective personal pronoun ―you‖ is the object
of the preposition ―to‖.
Christopher was surprised to see her during the COHARA

Orientation.
Here the objective personal pronoun ―her‖ is the object of the infinitive
phrase ―to see.‖
Possessive Personal Pronouns

A possessive pronoun indicates that the pronoun is acting as a marker of
possession and defines who owns a particular object or person. The
Possessive personal pronouns are ―mine,‖ ―yours,‖ ―hers,‖ ―its,‖ ―ours,‖ and
―theirs.‖ Note that possessive personal pronouns are very similar to
possessive adjectives like ―my,‖ ―her,‖ and ―their.‖
In each of the following sentences, the highlighted word is a possessive

personal pronoun:
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The smallest gift is mine.
Here the possessive pronoun ―mine‖ functions as a subject complement.
This is yours.
Here too the possessive pronoun ―yours‖ as a subject complement.
His is on the kitchen counter.
In the example above, the possessive pronoun ―his‖ acts as the subject of
the sentence.
Theirs will be delivered tomorrow.
In this sentence, the possessive pronoun ―theirs‖ is the subject of the

sentence.
Ours is the green one on the corner.
Here too the possessive pronoun ―ours‖ function as the subject of the
sentence.
Demonstrative Pronouns
A demonstrative pronoun points to and identifies a noun or a pronoun.
―This‖ and ―these refer to things that are nearby either in space or in space
or in time, while ―that‖ and ―those‖ refer to things that are farther away in
space or time.
The demonstrative pronouns are ―this,‖ ―that,‖ ―these,‖ and ―those.‖ ―This‖
and ―that‖ are used to refer to singular nouns or noun phrases and ―these‖
and ―those‖ are used to refer to plural nouns and noun phrases. Note that
the demonstrative pronouns are identical to demonstrative, though,
obviously, you use them differently. It is also important to note that ―that‖
can also be used as a relative pronoun.
In the following sentences, each of the highlighted words is a demonstrative

pronoun:
This must not continue.

Here ―this‖ is used as the subject of the compound verb ―must not
continue.‖
This is puny; that is the is tree I want

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In this example ―this‖ is used as subject and refers to something close to the
speaker. The demonstrative pronoun ―that‖ is also a subject but it refers to
something farther away from the speaker.
Three customers wanted these.

Here ―these‖ is the direct object of the verb ―wanted‖.
Interrogative Pronouns
An interrogative pronoun is used to ask questions. The interrogative
pronouns are ―who,‖ ―whom,‖ ―what‖ and the compounds formed with the
suffix ―ever‖ (―whoever,‖ ―whomever,‖ ―whichever, and ―whatever‖). Note that
either ―which‖ or ―what‖ can also be used as an interrogative adjective, and
that ―who,‖ ―whom,‖ or ―which‖ can also be used as a relative pronoun.
You will find ―who‖, ―whom‖, and occasionally ―which‘ used to refer to
people, and ―which‖ and ―what‖ used to refer to things to animals.
―Who‖ acts as the subject of a verb, while ‗whom‖ acts as the object of
a verb, preposition, or a verbal.
The highlighted word in each of the following sentences is an

interrogative pronoun:
Which wants to see the trainer first?
―Which‖ is the subject of the sentence.
Who wrote the book The Essential Housebook?
Similarly ―who‖ is the subject of the sentence.
Whom do you think we should invite?

In this sentence, ―whom‖ is the object of the verb ‗invite‖.
To whom do you wish to speak?
Here the interrogative pronoun ―whom‖ is the object of the preposition ―to‖.
Who will meet the delegates at the bus station?
In this sentence, the interrogative pronoun ―who‖ is the subject of the

compound verb ―will meet‖.
To whom did you give the paper?

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In this example the interrogative pronoun ―whom‖ is the object of the
preposition ―to‖.
What did she say?
Here the interrogative pronoun ―what‖ is the direct object of the verb ―say‖.
Relative Pronouns
A relative pronoun is used to link one phrase or clause to another phrase or
clause. The relative pronouns are ―who:, ―whom‖, ―that‖, and ―which‖. The
compounds ―whoever‖, ―whomever‖, and ―whichever‖ are also relative
pronouns.
You can use the relative pronouns ―who‖ and ―whoever‖ to refer to the
subject of a clause or sentence, and ―whom‖ and ―whomever‖ to refer to the
objects of a verb, a verbal or a preposition.
In each of the following sentences, the highlighted word is a relative

pronoun.
You may invite whomever you like to party.
The relative pronoun ―whomever‖ is the direct object of the compound verb
―may invite‖.
The candidate who wins the greatest popular vote is not always
elected.
In this sentence, the relative pronoun is the subject of verb ―wins‖ and
introduces the subordinate clause ―who wins the greatest popular vote‖.
This subordinate clause acts as an adjective modifying ―candidate.‖
In a time of crisis, the manager asks the workers whom she believes
to be the most efficient to arrive an hour earlier than usual.
In this sentence ―whom‖ is the direct object of the verb ―believes‖ and
introduces the subordinate clause ―whom she believes to be the most
efficient‖. This subordinate clause modifies the noun ―workers‖
Whoever broke the window will have to replace it.
Here ―whoever‖ functions as the subject of the verb ―broke‖.
The crate which was left in the corridor has now been moved into the
storage closet.

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In this example ―which‖ acts as the subject of the compound verb ―was left‖
and introduces the subordinate clause ―which was left in the corridor.‖ The
subordinate clause acts as an adjective modifying the noun ―crate‖
I will read whichever manuscript arrives first.
Here ―whichever‖ modifies the noun ―manuscript‖ and introduces the

subordinate clause ―whichever manuscript arrives first.‖ The subordinate
clause functions as the direct object of the compound verb ―will read.‖
Indefinite Pronouns
An indefinite pronoun is a pronoun referring to an identifiable but not
specified person or thing. An indefinite pronoun conveys the idea of all, any,
none, or some.
The most common indefinite pronouns are ―all,‖ ―another,‖ ―any,‖ ―anybody,‖
―anyone,‖ ―anything,‖ ―each,‖ ―everybody,‖ ―everyone,‖ ―everything,‖ ―few,‖
―many,‖ ―nobody,‖ ―none,‖ ―one,‖ ―several,‖ ―some,‖ ―somebody,‘ and
―someone,‖ Note that some indefinite pronouns can also be used as
indefinite adjectives.
The highlighted words in the following sentences are indefinite pronouns:
Many were invited to the lunch but only twelve showed up.
Here ―many‖ acts as the subject of the compound verb ―were invited‖.
The office had been searched and everything was thrown onto the
floor.
In this example, ―everything‖ acts as subject of the compound verb ―was

thrown.‖
We donated everything we found in the storage room to the

woman‘s shelter garage sale.
In this sentence, ―everything‖ is the direct object of the verb ―donated.‖
Although they looked everywhere for extra copies of the magazine,

they found none.
Here too the indefinite pronoun functions as a direct object: ―none‖ is the
direct object of ―found.‖
Make sure you give everyone a copy of the amended bylaws.

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In this example, ―everyone‖ is the indirect object of the verb ―give‖ – the
direct object is the noun phrase ―a copy of the amended bylaws.‖
Give a registration package to each.
Here ―each‖ is the object of the preposition ―to.‖
Reflexive Pronouns
You can use a reflexive pronoun to refer back to the subject of the clause
or sentence.
The reflexive pronouns are ―myself,‘ ―yourself,‖ ―herself,‖ ―himself,‖ ―itself,‖
―ourselves,‖ ―yourselves,‖ and ―themselves,‖ Note each of these can also act
as an intensive pronoun.
Each of the highlighted words in the following sentences is a reflexive

pronoun:
Diabetics give themselves insulin shots several times a day.

The administrator often does the photocopying herself so that the
secretaries can do more important work.
After the party, I asked myself why I had faxed invitations to
everyone in my office building.
Richard usually remembered to send a copy of his e-mail to himself.
Although the landlord promised to paint the room, we ended up doing
it
ourselves.
Intensive Pronouns
An intensive pronoun is a pronoun used to emphasize its antecedent.
Intensive pronouns are identical in form to reflexive pronouns.
The highlighted words in the following sentences are intensive pronouns:
I myself believe that aliens should abduct my sister.

The President himself said that he would lower taxes.
They themselves promised to come to the party even though they had
a final assessment at the same time.
What is an Adjective?
An adjective modifies a noun or a pronoun by describing, identifying, or
quantifying words. An adjective usually precedes the noun or the pronoun
which it modifies.
In the following examples, the highlighted words are adjectives:
The truck-shaped balloon floated over the treetops.

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Mrs. Morris papered her kitchen walls with hideous wall paper.
The small boat foundered on the wine dark sea.
Many stores have already begun to play irritating Christmas music.
A battered music box sat on the mahogany sideboard.
The back room was filled with large, yellow rain boots.
An adjective can be modified by an adverb, or by a phrase or clause

functioning as an adverb. In the sentence.
My husband knits intricately patterned mittens.
For the example, the adverb ―intricately‖ modifies the adjective ―patterned.‖
Some nouns, many pronouns, and many participle phrases can also act as
adjectives. In the sentence,
Eleanor listened to the muffled sounds of the radio hidden under her
pillow.
For example, both highlighted adjectives are past participles.
Grammarians also consider articles (―the,‖ ―a,‖ ―an‖) to be adjectives.
Possessive Adjectives
A possessive adjective (―my,‖ ―your,‖ ―his,‖ ―her,‖ ―its,‖ ―our,‖ ―their‖)
is similar or identical to a possessive pronoun; however, it is used as an
adjective and modifies a noun or a noun phrase, as in the following
sentences:
I can‘t complete my assignment because I don‘t have the textbook.

In this sentence, the possessive adjective ―my‖ modifies ―assignment‖ and
the noun phrase ―my assignment‖ functions as an object. Note that the
possessive pronoun form ―mine‖ is not used to modify a noun or noun
phrase.
What is your phone number?
Here the possessive adjective ―your‖ is used to modify the noun phrase
―phone number‖; the entire noun phrase ―your phone number‖ is a subject
complement. Note that the possessive pronoun form ―yours‖ is not used to
modify a noun or a noun phrase.
The baker sold his favorite type of bread.

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In this example, the possessive adjective ―his‖ modifies the noun phrase
―favorite type of bread‖ and the entire noun phrase ―his favorite type of
bread ― is the direct object of the verb ―sold.‖
After many years, she returned to her homeland.
Here the possessive adjective ―her‖ modifies the noun ―homeland‖ and the
noun phrase ‗her homeland‘ is the object of the preposition ―to.‖ Note also
that form ―hers‖ is not used to used to modify nouns or noun phrases.
We have lost our way in this wood.
In this sentence, the possessive adjective ―our‖ modifies ―way‖ and the noun
phrase ―our way‖ is the direct object of the compound verb ―have lost‖. Note
that the possessive pronoun form ―ours‖ is not used to modify nouns or
noun phrases.
In many fairy tales, children are neglected by their parents.
Here the possessive adjective ―their‖ modifies ―parents‖ and the noun phrase
―their parents‖ is the object of the preposition ―by.‖ Note that the possessive
pronoun form ―theirs‖ is not used to modify nouns or noun phrases.
The cat chased its ball down the stairs and into the backyard.
In this sentence, the possessive adjective ―its‖ modifies ―ball‖ and the noun
phrase ―its ball‖ is the object of the verb ―chased.‖ Note that ―its‖ is the
possessive adjective and ―its‖ is a contraction for ―it is.‖
Demonstrative Adjectives
The demonstrative adjectives ―this,‖ ―these,‖ ―that,‖ those,‖ and ―what‖ are
identical to the demonstrative pronouns, but are used as adjectives to
modify nouns or noun phrases, as in the following sentences:
When the librarian tripped over that cord, she dropped a pile of
books.
In this sentence, the demonstrative adjective ―that‖ modifies the noun ―cord‘
and the noun phrase ―that cord‖ is the object of the preposition ―over.‖
This apartment needs to be fumigated.
Here ―this‖ modifies ―apartment‖ and the noun phrase ―this apartment‖ is
the subject of the sentence.
Even though my friend preferred those plates, I bought these.

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In the subordinate clause, ―those‖ modifies ―plates‖ and the noun phrase
―those plates‖ is the object of the verb ―preferred.‖ In the independent
clause, ―these‖ is the direct object of the verb ―bought.‖
Note that the relationship between a demonstrative adjective and a

demonstrative pronoun is similar to the relationship between a possessive
adjective and a possessive pronoun, or to that between a interrogative
adjective and an interrogative pronoun.
Interrogative adjectives
An interrogative adjective (―which‖ or ―what‖) is like an interrogative
pronoun, except that it modifies a noun or noun phrase rather than
standing on its own (see also demonstrative adjectives and possessive
adjectives):
Which cakes should be baked once a week?
Like other adjectives, ―this‖ can be used to modify a noun or noun phrase.
In this example, ‗which‖ modifies ―cakes‖ and the noun phrase ―which
cakes‖ is the subject of the compound verb ―should be baked‖:
What book are you reading?
In this sentence, ―what‖ modifies ―book‖ and the noun phrase ―what book‖ is
the direct object of the compound verb ―are reading.‖
Indefinite Adjectives
An indefinite adjective is similar to an indefinite pronoun, except
that it modifies a noun, pronoun, or noun phrase, as in the following
sentences:
Many people believe that corporations are under-taxed.
The indefinite adjective ―many‖ modifies the noun ―people‖ and the noun
phrase ―many people‖ is the subject of the sentence.
I will send you any mail that arrives after you have moved to Cebu.
The indefinite adjective ―any‖ modifies the noun ―mail‖ and the phrase ―any
mail‖ is the direct object of the compound verb ―will send.‖
They found a few goldfish floating belly up in the swan pond.
In this example the indefinite adjective modifies the noun ―goldfish‖ and the
noun phrase is the direct object of the verb ―found‖:
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The title of Ken‘s favorite game is ―all dogs go to heaven.‖
Here the indefinite pronoun ―all‖ modifies ―dogs‖ and the full title is a
subject complement.
What is an Adverb?
An adverb can modify a verb, an adjective, another adverb, a phrase, or a
clause. An adverb indicates manner, time, place, cause, or degree and
answers questions such as ―how,‖ ―when,‖ ―where,‖ ―how much‖.
While some adverbs can be identified by their characteristic ―Iy‖ suffix, most
of them must be identified by untangling the grammatical relationships
within the sentence or clause as a whole. Unlike an adjective, an adverb can
be found in various places within the sentence.
In the following examples, each of the highlighted words is an adverb:
The seamstress quickly made the wedding dress.
In this sentence, the adverb ―quickly‖ modifies the verb ―made‖ and
indicates in what manner (or how fast) the dress was constructed.
The cook waited patiently until the meat tenderized.
Similarly in this sentence, the adverb ―patiently‖ modifies the verb ―waited‖
and describes the manner in which the cook waited.
The boldly spoken words would return to haunt the rebel.
In this sentence the adverb ―boldly‖ modifies the adjective ―spoken‖.
We urged him to dial the number more expeditiously.
Here the adverb ―more‖ modifies the adverb ―expeditiously‖.
Unfortunately, the bank closed at three today.
In this example, the adverb ―unfortunately‖ modifies the entire sentence.
Conjunctive Adverbs
You can use a conjunctive adverb to join two clauses together. Some of the
most common conjunctive adverbs are ‗also‘, ―consequently‖, ―finally‖,
―furthermore‖, ―hence‖, ―however‖, ―incidentally‖, ―indeed‖, ―instead‖,
―likewise‖, ―meanwhile‖, ―nevertheless‖, ―next‖, ―nonetheless‖, ―otherwise‖,

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―still‖, ―then‖, ―therefore‖, and ―thus‖. A conjunctive adverb is not strong
enough to join two independent clauses without the aid of a semicolon.
The highlighted words in the following sentences are conjunctive adverbs:
The government has cut school budgets; consequently, class sizes

have been increased.
He did not have all the ingredients the recipe called for; therefore, he
decided to make something else.
The report recommended several changes to the ways the corporation

accounted for donations; furthermore, it suggested that a new auditor be
appointed immediately. The crowd waited patiently for three hours; finally,
the doors to the stadium were opened. Batman and Robin fruitlessly
searched the building; indeed, the Joker had escaped through a secret door
in the basement.
What is a Preposition?
A preposition links nouns, pronouns and phrases to other words in a
sentence. The word or phrase that the preposition introduces is called the
object of the preposition.
A preposition usually indicates the temporal, spatial or logical relationship
of its object to the rest of the sentence as in the following examples:
The book is on the table.

The book is beneath the table.
The book is leaning against the table
The book is beside the table.
She held the book over the table.
She reads the book during class.
In each of the preceding sentences, a preposition locates the noun

―book‖ in space or in time.
A preposition phrase is made up of the preposition, its object and any

associated adjectives or adverbs. A preposition phrase can function as a
noun, an adjective, or an adverb. The most common preposition are ―about,‖
―above,‖ ―across,‖ ―after,‖ ―against,‖ ―along,‖ ―among,‖ ―around,‖ ―at,‖
―before,‖ ―behind,‖ ―below,‖ ―beneath,‖ ―beside,‖ ―between,‖ ―beyond,‖ ―but,‖
―by,‖ ―despite,‖ ―down,‖ ―during,‖ ―except,‖ ―for,‖ ―from,‖ ―in,‖ ―inside,‖ ―into,‖
―like,‖ ―near,‖ ―of,‖ ―on,‖ ―onto,‖ ―out,‖ ―outside,‖ ―over,‖ ―past,‖ ―since,‖
―through,‖ ―throughout,‖ ―till,‖ ―to,‖ ―toward,‖ ―under,‖ ―underneath,‖ ―until,‖
―up,‖ ―upon,‖ ―with,‖ ―within,‖ and without.‖
Each of the highlighted words in the following sentences is a preposition:

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The children climbed the mountain without fear.
In this sentence, the preposition ―without‖ introduces the noun ―fear.‖
The prepositional phrase ―without fear‖ functions as an adverb describing
how the children climbed.
There was rejoicing throughout the land when the government elected
new president.
Here, the preposition ―throughout‖ introduces the noun phrase ―the land.‖
The prepositional phrase acts as an adverb describing the location of the
rejoicing.
The spider crawled slowly along the banister.
The preposition ―along‖ introduces the noun phrase ―the banister‖ and the
prepositional phrase ―along the banister‖ acts as an adverb, describing
where the spider crawled.
The dog is hiding under the porch because it knows it will be

punished for chewing up a new pair of shoes.
Here the preposition ―under‖ introduces the prepositional phrase ―under the
porch,‖ which acts as an adverb modifying the compound verb ―is hiding.‖
The encoder searched for the manuscript he was certain was

somewhere in his office.
Similarly in this sentence, the preposition ―in‖ introduces a prepositional

phrase ―in his office,‖ this acts as an adverb describing the location of the
missing papers.
What is a Conjunction?
You can use a conjunction to link words, phrases, and clauses, as in the
following example:
I ate the pizza and the pasta.

Call the technicians when you are ready.
Co-ordinating Conjunctions
You use a co-ordinating conjunction (―and,‖ ―but,‖ ―or,‖ ―nor,‖ ―for,‖ ―so,‖ or
―yet‖) to join individual words, phrases, and independent clauses. Note that
you can also use the conjunctions ―but‖ and ―for‖ as prepositions.

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In the following sentences, each of the highlighted words is a co-ordinating
conjunction:
Lilacs and violets are usually purple.
In this example, the co-ordinating conjunction ―and‖ links two nouns.
This movie is particularly interesting to feminist film theorists, for the

screenplay was written by Laura Guillen.
In this example, the co-ordinating conjunction ―for‖ is used to link two

independent clauses.
Daniel‘s uncle claimed that he spent most of his youth dancing on
rooftops and swallowing goldfish.
Here the co-ordinating conjunction ―and‖ links two participle phases

(―dancing on rooftops‖ and ―swallowing goldfish‖) which act as adverbs
describing the verb ―spends.‖
Subordinating Conjunctions
A subordinating conjunction introduces a dependent clause and indicates
the nature of the relationship among the independent clause(s) and the
dependent clause(s).
The most common subordinating conjunctions are ―after,‖ ―although,‖ ―as,‖

―because,‖ ―before,‖ ―how,‖ ―if,‖ ‗once,‖ ―since‖ ―than,‖ ―though,‖ ―till,‖ ―until,‖
―when,‖ ―where,‖ ―whether,‖ and ―while.‖
Each of the highlighted words in the following sentences is a subordinating

conjunction:
After she had learned to drive, Alice felt more independent.
The subordinating conjunction ―after‖ introduces the dependent clause

―After she had learned to drive.‖
If the paperwork arrives on time, your check will be mailed on

Tuesday.
Similarly, the subordinating conjunction ―if‖ introduces the dependent

clause ―if the paperwork arrives on time.‖
Gerald has to begin his narrative report over again when his computer
crashed.

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The subordinating conjunction ―when‖ introduces the dependent clause
―when his computer crashed.‖
Midwifery advocates argue that home births are safer because the
mother and baby are exposed to fewer people and fewer germs.
In this sentence, the dependent clause ―because the mother and baby are
exposed to fewer people and fewer germs‖ is introduced by the subordinating
conjunction ―because‖.
Correlative Conjunctions
Correlative conjunctions always appear in pairs – you use them to link
equivalent sentence elements. The most common correlative conjunctions
are ―both…and,‖ ―either…or,‖ ―neither…nor,‖, ―not only…but also,‖
―so…as,‖ and
―Whether…or.‖
(Technically correlative conjunctions consist simply of a co-ordinating
conjunction linked to an adjective or adverb.)
The highlighted words in the following sentences are correlative
conjunctions:
Both my grandfather and my father worked in the pineapple

plantation.
In this sentence, the correlative conjunction ―both…and‖ is used to link the

two noun phrases that as the compound subject of the sentence: ―my
grandfather ―and ―my father‖.
Bring either a Jello salad or a potato scallop.
Here the correlative conjunctions ―either…or‖ links two noun phrases: ―a

Jello salad‖ and ―a potato scallop‖.
Corinne is trying to decide whether to go to the medical school or to

go to law school‖.
Similarly, the correlative conjunction ―whether… or ―links the two infinitive

phrases ―to go the medical school‖ and go to law school.‖
The explosion destroyed not only the school but also the neighboring
establishment.
In this example the correlative conjunction ―not only…but also‖ links the
two noun phrases (―the school‖ and ―neighboring establishment‖) which act
as direct objects.

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Note: some words which appear as conjunctions can also appear as
preposition or as adverbs.
What is an Interjection?
An interjection is a word added to a sentence to convey emotion. It is not
grammatically related to any other part of the sentence.
You usually follow an interjection with an exclamation mark. Interjections

are uncommon in formal academic prose, except in direct quotations.
The highlighted words in the following sentences are interjections:
Ouch, that hurt!

Oh no, I forgot that the exam was today.
Hey! Put that down!
I heard one guy to another guy, ―He has a new car, eh?‖
I don‘t know about you but, good Lord, I think taxes are too
high!

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Identify the part of speech of the highlighted words in each of the following
sentences:
1. The clown chased a dog around the ring and then fell flat on her face.
1. Verb
2. Noun
3. Pronoun
4. Adjective
5. adverb
6. Preposition
7. Conjunction
8. Interjection
2. The geese indolently waddled across the intersection.
1. Verb
2. Noun
3. Pronoun
4. Adjective
5. Adverb
6. Preposition
7. Conjunction
8. Interjection
3. Yikes! I‘m late for class.
1. Verb
2. Noun
3. Pronoun
4. Adjective
5. Adverb
6. Preposition
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7. Conjunction
8. Interjection
3. Ric‘s shabby module tumbled out of the book bag when the bus
suddenly pulled out into traffic.
1. Verb
2. Noun
3. Pronoun
4. Adjective
5. Adverb
6. Preposition
7. Conjunction
8. Interjection
5. Mr. Frederick angrily stamped out the fire that the gangsters had
started on his porch.
1. Verb
2. Noun
3. Pronoun
4. Adjective
5. Adverb
6. Preposition
7. Conjunction
8. Interjection
6. Later that summer, she asked herself, ―What was I thinking of? ―
1. Verb
2. Noun
3. Pronoun
4. Adjective
5. Adverb
6. Preposition

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7. Conjunction
8. Interjection
7. She thought that the twenty cupcakes would not be enough so she
baked another ten.
1.Verb
2.Noun
3.Pronoun
4.Adjective
5.Adverb
6Preposition
7Conjunction
8.Interjection
8. Although she gave hundreds of oranges away, the enormous left

over frightened her.
1.Verb
2.Noun
3.Pronoun
4.Adjective
5Adverb
6.Preposition
7.Conjunction
8.Interjection
9. Everywhere she went, she talked the prolific veggies.

1.Verb
2.Noun
3.Pronoun
4.Adjective
5.Adverb
6.Preposition
7.Conjunction
8.Interjection
10. The manager confidently made his presentation to the board of

directors.
1. Verb
2. Noun
3. Pronoun
4. Adjective
COMMUNICATION
5. Adverb
6. Preposition
7. Conjunction
8. Interjection
11. Frankenstein is the name of the scientist, not the monster.

1. Verb
2. Noun
3. Pronoun
4. Adjective
5. Adverb
6. Preposition
7. Conjunction
8. Interjection
12. Her greatest fear is the world will end before she finds a
comfortable pair of panty-hose.
1. Verb
2. Noun
3. Pronoun
4. Adjective
5. Adverb
6. Preposition
7. Conjunction
8. Interjection
13. That suitcase is hers.

1. Verb
2. Noun
3. Pronoun
4. Adjective
5. Adverb
6. Preposition
7. Conjunction
COMMUNICATION
8. Interjection
14. Everyone in the room cheered when the announcement was

made.
1. Verb
2. Noun
3. Pronoun
4. Adjective
5. Adverb
6. Preposition
7. Conjunction
8. Interjection
15. The sun was shining as we set out for our first winter camping
trip. 1. Verb
2. Noun
3. Pronoun
4. Adjective
5. Adverb
6. Preposition
7. Conjunction
8. Interjection
16. Small children often insist that they can do it by themselves.
1. Verb
2. Noun
3. Pronoun
4. Adjective
5. Adverb
6. Proposition
7. Conjunction
8. Interjection
17. Dust covered every surface in the locked bedroom.
1. Verb

COMMUNICATION
2. Noun
3. Pronoun
4. Adverb
5. Adjective
6. Preposition
7. Conjunction
8. Interjection
18. The census taker knocked loudly on all the doors but nobody was
home.
1. Verb
2. Noun
3. Pronoun
4. Adjective
5. Adverb
6. Preposition
7. Conjunction
8. Interjection
9.
19. They wondered if there truly was honor among thieves.
1. Verb
2. Noun
3. Pronoun
4. Adjective
5. Adverb
6. Preposition
7. Conjunction
8. Interjection
20. Exciting new produces and effective marketing strategies will guarantee
the company‘s success.
1. Verb

COMMUNICATION
2. Noun
3. Pronoun
4. Adjective
5. Adverb
6. Proposition
7. Conjunction
8. Interjection
B.Tell what part of speech the italicized word is in each sentence: (Noun,
Verb, Pronoun, Adjective, Adverb, Preposition, Conjunction, and
Interjection)
________________ 1. Light the candles, Robert.
________________ 2. Gosh! I never expected a gift.
________________ 3. Kathy always carries a camera.
________________ 4. Outside the door sat a little kitten.
________________ 5. Walk the dog, please.
________________ 6. Our walk through the woods took three hours.
________________ 7. After the bell rang, two students came in.
________________ 8. Many bats live in caves.
________________ 9. Marty skates well.
________________ 10. The well was dry.

COMMUNICATION
A. B.
1. Verb
1. Noun 2. Interjection
2. Adverb 3. Adverb
3. Interjection 4. Preposition
4. Adjective 5. Verb
5. Verb 6. Noun
6. Pronoun 7. Adverb
7. Verb 8. Preposition
8. Conjunction 9. Adverb
9. Pronoun 10. Noun
10. Adverb
11. Verb
12. preposition
13. pronoun
14. pronoun
15. verb
16. Adjective
17. Noun
18. Adjective
19. Preposition
20. Conjunction

COMMUNICATION
LEARNING OUTCOME NO. 2: Participate in Workplace Meetings and
Discussions

1.Read Information sheet 1.2-1
on Team Meetings and Protocols Read and understand the Information
2. Answer Self Check 1.2-1 Sheets. After reading, answer the
Self-check next to it and to check if
your answers are correct you may
refer to the Answer Key. If you got
all the correct answers you may
proceed to the next activity.
If you have questions or clarifications,

do not hesitate to ask your Trainer.
If all the tasks are finished in this

If, you have finished this Learning Outcome, let the trainer evaluate your
work. If the remark is Competent, you may proceed to the next
Learning Outcome No. 4.
correctly.

COMMUNICATION
TEAM MEETINGS AND PROTOCOLS
Effective Team Meetings:
Effective Team Meetings assist in fully engaging your team and can help
you boost productivity, increase the effectiveness of decision-making, head
off emergencies, reduce the number of problems that require your attention
and create a smoother running, more profitable operation.
You can spot the signs of poor meeting management right up front. People
turn off their brains; they arrive late or find excuses to skip the meeting.
Meetings are held infrequently or are frequently cancelled or postponed.
Effective team meetings are more than a collection of bodies breathing the
same stale air in the same room. It's about a meeting of minds, full
engagement, and unlocking the door to self- and team improvement.
Following are some steps to breathe new life into your team meeting:
1. Link the agenda with your mission. Your company's mission

statement sets out your key business objectives and strategies. It
ought to feed directly into your meeting agenda. For instance, if one of
the overarching strategies is to drive increased sales, then list "Sales"
as an item on your agenda. Underneath that banner you could list
one-on-one sales calls, telemarketing, trade shows and the like. Then
discuss each of those individual items. This gives you a yardstick by
which to measure progress and to continue to chart your course. The
same agenda should flow from week to week.
2. Create synergy. What is the purpose of bringing your team together?

Most people overlook the primary purpose: to inspire the group to
achieve mission-based results faster, higher and better. When the
feeling in the group is warm and supportive, it's easier to see that
everyone is in it together and the success of the team is linked directly
to the success of each individual.
3. Establish rapport. Effective two-way communication, shared in an

environment of trust, is the cornerstone of a great team meeting. No
strategy or management edict should go unchallenged, provided the
goal is to improve it. Brainstorm new ideas to find ways around
potential roadblocks. Encouraging such communication leaves all

COMMUNICATION
participants feeling connected and important. The team should learn
from you and you should learn from them.
4. Think outside the box. Another overlooked objective of effective team

meetings is training. Properly conducted team meetings are a forum
for continuous improvement. Always look for ways to improve
performance by carving out time on the agenda to discuss books,
articles and even videos aimed at sparking new ideas or improving
processes.
5. Hold meetings regularly. The more frequently meetings are held, the
better. In certain situations, daily meetings are appropriate. In others,
weekly will do. Let too many days slip by and you risk sending the
wrong message to your team. People will never take a meeting
seriously if you don't. If meeting schedules are honored more in the
breach - that is if you're constantly postponing them, cancelling them
or calling them at the last minute - that shows a tremendous lack of
respect for your team. What could be more important than keeping
your team informed, involved, and engaged?
The ideal time for a team meeting is Friday afternoon. The workweek
is almost done; phone calls and other interruptions dissipate. It's a
natural time to put all the actions of that week into perspective. Thus
armed, it allows you to set an agenda for the coming week.
Alternately, a Monday morning meeting works well to set the agenda
for the week. Choose any other days and you risk losing momentum
and effectiveness.
6. Get in and get out. To achieve its objectives, an effective meeting

should last just about an hour. No more or the sense of dread starts
to sink in. No less because you won't be able to devote the time to
accomplish your objectives. Timeliness is critical to running an
effective meeting. Start it on time and end when you say you will. That
honors the schedules of other members of the team. To enforce
timeliness, put a cookie jar in the middle of the table. Start the
meeting on time. Anyone who is late by one minute puts in a dollar.
Two minutes late and the charge is two dollars and so on. When the
kitty will support a pizza party, throw one. A little bit of fun never hurt
anyone.
7. Write up the minutes. The minutes provide the foundation for the
next meeting's agenda. At the beginning of the meeting, make sure
COMMUNICATION
someone is assigned to write up what happened and what you're
planning to make happen; in other words, who's going to do what by
when. This role should rotate from team member to team member
(including you) to enhance participation in the meetings and
underscore their responsibility to the team.
8. Rotate leadership. Just as the minute-taker's function should rotate,

so too should that of the leader. In fact, the person in charge of the
minutes should be in charge of running the next meeting. That
provides more accountability and a greater stake in getting the
minutes written clearly, concisely and on time.
9. Open the books. Always provide people a good fundamental
understanding of where the business is going. Don't just provide a
cursory statement like, "Business is good" or "Profits are down." Go
into detail. The better informed your team, the better decisions they'll
make. Avoid the temptation to launch into long diatribes or sermons
that are insulting and patronizing to your team members.
10. Avoid the check-in trap. While sharing what's on everyone's

plate is important, don't limit the meeting to that activity. Typically,
the boss uses team meetings as his or her own way of checking in. Am
I still on top of my business processes? Are my people still working?
Going around the table and updating him or her on what's happening
is the management equivalent of asking each individual player on a
basketball team at halftime how many points they scored. There's
nothing strategic about that. It says nothing about the total picture -
whether your team is on task or not. Remember, your staff is your
eyes and ears. Make sure your senses are fully attuned.
TEAM PROTOCOLS/NORMS:
At the BEGINNING of each team meeting, the team will briefly review the
following team norms. Formal meetings use an agenda which generally
includes the following items:
 opening, welcome, and names recorded of those present and names of

apologies received
 dated minutes and business arising from the previous meeting,
including the acceptance of these minutes
 correspondence, both in and out, with business arising
 reports from the finance and other subcommittees
 general and other business

COMMUNICATION
 date, time and place of the next meeting and the close of the current
meeting.

Minutes are detailed notes taken during a meeting of everything that has
been said and agreed upon. In some meetings a vote may be taken on
important issues, either by a show of hands or a secret ballot. The minutes
should record the outcomes of voting and any decisions made.
Informal meetings, discussions and briefings are less rigid in their

structure. However, it is still important to provide opportunities for
discussion and take notes of decisions
The primary purposes of our team meetings are to:

 create or revise…
o standards maps (containing ―power standards‖ to be taught by
quarter)
o common assessments (for lessons, units, end-of-course or
grading period)
 create/revise standards-based lessons and instructional units
 recognize and celebrate measurable accomplishments and ―small
wins‖ like the above—but especially successful lessons and units, as
measured by common assessments
 analyze results of common assessments for improvement purposes
Time is precious; we will set and observe times for certain portions of
meetings.
 one member of the team will serve as a timekeeper
 we will use ―brainstorming guidelines‖ whenever
appropriate for generating good ideas, products or
solutions quickly and concisely
If the discussion begins to drift or shift from a focus on the above tasks,
all/any team members are responsible for bringing the group back to the
task at hand.
At the END of each team meeting, the team will briefly evaluate how
well the team followed the above team norms.
Whatever the style of the meeting, there is a protocol or code of behavior

that all participants should adhere to:
1. Attend the meeting on time.
2. Listen effectively.
3. Don‘t interrupt other speakers.
COMMUNICATION
4. Contribute to the meeting by expressing opinions in an appropriate
manner.
5. Behave courteously towards other participants in the meeting.
6. Don‘t discuss issues that are outside the purpose of the meeting.
7. Ask questions to clarify misunderstandings.
8. Take notes where appropriate of decisions agreed to in the meeting
and retain these for future reference.
9. Act on the instructions or decisions of the meeting within the agreed
time.
10. Keep sensitive issues raised at the meeting confidential.

COMMUNICATION
1. What are the protocols or code of behavior in conducting a formal

meeting?
2. What is the importance of the minutes?
3. Define agendum / agenda.

COMMUNICATION
1. Protocols in conducting meeting:
2. Attend the meeting on time.

3. Listen effectively.
4. Don‘t interrupt other speakers.
5. Contribute to the meeting by expressing opinions in an appropriate
manner.
6. Behave courteously towards other participants in the meeting.
7. Don‘t discuss issues that are outside the purpose of the meeting.
8. Ask questions to clarify misunderstandings.
9. Take notes where appropriate of decisions agreed to in the meeting
and retain these for future reference.
10. Act on the instructions or decisions of the meeting within the
agreed time. 10.Keep sensitive issues raised at the meeting confidential
3. Minutes serve as the record of what has been discussed and agreed in
the meeting
4. Agenda are list of topics assigned to be discussed during the meeting.

COMMUNICATION
LEARNING OUTCOME NO. 3: Complete Relevant Work Related
Documents

1. Read Information sheet 1.3-1
on Complete Relevant Work Read and understand the Information
Related Documents Sheets. After reading, answer the
3. Answer Self Check 1.3-1 Self-check next to it and to check if
your answers are correct you may
refer to the Answer Key. If you got
all the correct answers you may
proceed to the next activity.
If you have questions or clarifications,

do not hesitate to ask your Trainer.
If all the tasks are finished in this

If, you have finished this Learning Outcome, let the trainer evaluate your
work. If the remark is Competent, you may ask your Trainer for
Institutional Assessment. If you are Competent you can proceed to the
next Unit of Competency.
correctly.

COMMUNICATION
FORMS RELATED TO EMPLOYMENT CONDITIONS
Contract of employment conditions

The basis of any employment relationship is the employee‘s contract of
employment. This will cover all the conditions of employment. It is read in
conjunction with the employer‘s policies and procedures, but these are
separate from the contract of employment.
Establishing a contract of employment
In determining whether a contract of employment exists, there are certain

elements that must exist. Generally, the law holds that before any simple
contract is enforceable it must be formed so as to contain various elements.
These are:
1. There must be an ‗intention‘ between the parties to create a legal
relationship, the terms of which are enforceable.
2. There must be an offer by one party and its acceptance by the other.
3. The contract must be supported by valuable consideration.
4. The parties must be legally capable of making a contract.
5. The parties must genuinely consent to the terms of the contract.
6. The contract must not be entered into for any purpose which is illegal.
Therefore, the first element essential to the existence of any contract is the
requirement that the parties have a mutual intention to create a legally
enforceable bargain.
A ll do cu men t s a n d fo rms yo u n eed
We offer all the most frequently used documents a company needs for its HR
department as well as those less known. All documents are in simple clear
language, which makes it easier for both the employer and employee to
understand. We have language experts that work on ensuring our
documents are properly formed, and our clients have time and again
confirmed this. Many companies use documents that offer no legal
protection at all, we work to minimize this risk and all our documents have
been reviewed by top legal firms.

COMMUNICATION
Here is a partial list of documents that we can provide you with:
 Standard Employment Contract Form
 Executive Employment Contract Form
 Application for Employment
 Employee Handbook
 Request For Leave of Absence
 Employee Evaluation and Self Evaluation
 Employee Termination Notice
 Employee Separation Agreement
 Health and Safety documents
 Maternity leave forms
 Travel Claim forms
 payroll management forms
The important documents a company needs follow exactly with the lifecycle
of an employee joining a company. From the onset of employment
application form, to employment form, carried through with numerous
forms and documents throughout the employment such as employee
evaluation forms, to the end employees departure which sometimes ends
with termination. A company needs to be well equipped regardless of what
size it is to handle every situation in accordance with government
employment regulations, and at the same time safeguarding the company
against potential liability.
Without a proper set of HR documents, a company leaves itself open to legal
liability that can disrupt operations well beyond any single employee.
INCIDENT REPORT INSTRUCTIONS
in·ci·dent [ínssid'nt]
noun (plural in·ci·dents)
1. event: something that happens,
especially a single event
Incident –something happen that is unusual or unpleasant
Whenever an incident occurs:
An incident report must be completed immediately (not more than 12

hours). This holds true whether a person involved is a participant or a
spectator, or whether or not you feel the incident will result in a claim.
COMMUNICATION
Although you may not have sufficient information to answer all the
questions, it is important that the form be completed as fully as possible. Do
not delay sending in the report form; an incomplete form is better than none
at all. Always include your name and contact number where indicated on
the form. The form contains sections to capture information regarding injury
to persons, damage to property, and accidents involving autos.
Incident Reporting (Product) on Hazardous material
The term ‗Victim‘ covers any

individual killed, injured
or exposed to a possible product-
related hazard and
does not imply that the product
caused an incident.
Your Name of
name: victim:
Your
address: Victim's
address:
City:
Victim's
Province Please Select
city:
: Victim's
Zip code: province
:
Your
email Victim's
address: zip
code:
Your
contact Victim's
no.: contact
no.:
Date of
Incident: Victim's
age: (at time of incident)
Victim's
sex: Female Male

COMMUNICATION
Please describe the incident or hazard, including description of injuries:
Describe product involved:
Product Brand
Name/Manufacturer:
Manufacturer street
address:
Place where manufactured
(city and state or country):
Product model, serial #,
manufacture date/date code
if available:
Was the product damaged, repaired or
modified? Yes No
If yes, before or after the incident? Before After

Please describe damage / repair /
modification:
When was the product purchased?
Do you still have the product? Yes No

If not, do you plan to
Have you contacted the manufacturer?
Yes No contact them? Yes No
I request that you do not release my name

May we use your You may release my name to the manufacturer but I
name request that you do not release it to the general public
with this report?
You may release my name to the manufacturer and
to the public
HOW TO COMPLETE A JOB APPLICATION FORM
When you apply for a job you are typically asked to complete an employment
application. You may be asked to complete a job application even if you have
already submitted a resume and cover letter. That way, the employer has a
record of your personal and employment history, verified and signed by the
applicant.

COMMUNICATION
It's important for your job applications to be complete, correct (no errors)
and accurate. Here is the information you will need to complete an
application for employment and tips and suggestions for writing applications
that make a great impression
Job Application Form Details:
 Name
 Address
 City/Province/Zip Code
 Phone Number
 Eligibility , if any:
 If under age, working paper certificate
Education:
 Schools/Colleges Attended
 Major
 Degree/Diploma
 Graduation Dates(s)
Position Applied For Information:

 Title of the job you are applying for
 Hours/days available to work
 When you can start work
Employment Information:
 Names, addresses, phone numbers of previous employers
 Supervisor's name
 Dates of employment
 Salary
 Reason for Leaving
References

COMMUNICATION
 List of three references - names, job title or relationship, addresses, phone
numbers
Resume
Tips for Completing Job Applications:
Complete all requested information. Don't leave anything blank. If you

don't know the details, bring the application home and return it when it's
completed.
Write clearly and neatly, using black or blue ink.
Check for spelling and grammatical errors. Proofread your job application
form before turning it in.
List your most recent job first when completing employment information.
List your most recent education first. Include vocational schools and
training programs as well as college and high school.
References don't necessarily have to be professional. If you have

volunteered you can use members of the organizations that you have helped
or if you are a student use your teachers. In all cases, ask for permission
prior to using the person for a reference.
Don't forget to sign your application!
Sample Job Applications:
Review sample job applications to give you an idea of what you are going to
be asked. Print one or two out and complete them, so you know you have all
the information ready to complete actual employment applications.
EMPLOYMENT CONTRACTS
An employment contract is an agreement to the terms and conditions of

employment – agreed by both the employer and employee. In principle, a
contract is created as soon as a person agrees to work for the employer
whom may have previously outlined the condition of employment (pay,
hours, etc.)
The employment contract should contain details of the following:

COMMUNICATION
1. Names of both the employer and employee
2. Starting date of the employee
3. Job. Title and description
4. Address of the workplace (s)
5. Details of pay – hourly rate/salary and when it is paid
(weekly/monthly)
6. Hours worked each week
7. Holiday entitlement
8. Sickness entitlement
9. Details of any pension schemes
10. If the employee is to work overseas – the period that they
will work overseas and the currency in which remuneration will
be paid for this period
11. Grievance arrangements
12. Termination of contract Notice
13. Redundancy
14. Disciplinary Procedures
15. Signatures of both the employer and employee

COMMUNICATION
Exercise A. Fill-out the form below
Employment Application Form
Please print and fill out all sections
Applicant Information
Applicant Name _____________________
Home Phone _______________________
Other ____________________________
Email Address _____________________
Current Address:
Number and street ____________________
City ________________________________
Zip ____________________________
How were you referred to Company?:___________________________
Employment Positions
Position(s) applying for:________________________________
Are you applying for:

 Temporary work – such as summer work? [ ] Y or [ ] N
 Regular part-time work? [ ] Y or [ ] N
 Regular full-time work? [ ] Y or [ ] N
What days and hours are you available for

work?___________________________________________
If applying for temporary work, when will you be available?
___________________________________________
If hired, on what date can you start working? ___ / ___ / ___
Can you work on the weekends? [ ] Y or [ ] N
Can you work evenings? [ ] Y or [ ] N
Are you available to work overtime? [ ] Y or [ ] N
Salary desired: P________________________________
Have you ever applied to / worked for Company before? [ ] Y or [ ] N

If yes, please explain (include date): ________________________

COMMUNICATION
Do you have any friends, relatives, or acquaintances working for Company? [
] Y or [ ] N
If yes, state name & relationship: ________________________________
If hired, would you have transportation to/from work? [ ] Y or [ ] N
Are you over the age of 18? (If under 18, hire is subject to verification of
minimum legal age.) [ ] Y or [ ] N
If hired, are you willing to submit to and pass a test? [ ] Y or [ ] N
Are you able to perform the essential functions of the job for which you are
applying, either with / without reasonable accommodation? [ ] Y or [ ] N
If no, describe the functions that cannot be performed
_____________________________________________________________
(Note: Company complies with the ADA and consider reasonable
accommodation measures that may be necessary for eligible
applicants/employees to perform essential functions. It is possible that a hire
may be tested on skill/agility and may be subject to a medical examination
conducted by a medical professional.)
Have you ever been convicted of a criminal offense (felony or misdemeanor)?

[ ] Y or [ ] N
If yes, please describe the crime - state nature of the crime(s), when and
where convicted and disposition of the
case.________________________________________________________________
(Note: No applicant will be denied employment solely on the grounds of
conviction of a criminal offense. The date of the offense, the nature of the
offense, including any significant details that affect the description of the
event, and the surrounding circumstances and the relevance of the offense to
the position(s) applied for may, however, be considered.)
Education, Training and Experience
High School:
School Name: ________________________

School address:________________________
________________________________
Number of years completed: _______________
Did you graduate? [ ] Y or [ ] N
Degree / diploma earned: _______________
College / University:
School name: __________________________
School address:________________________
________________________________
Number of years completed: ________
Degree / diploma earned: __________________
COMMUNICATION
Vocational School:
Name: ________________________
Address:______________________
________________________________
Number of years completed: ________
Course / diploma? : __________________

COMMUNICATION
ANSWER SHEET NO. 1.3-1
Exercise A: Trainer will check the filled-out form

COMMUNICATION
References:
1. http://www.fichr.com/photos/rett66/5774602811/
2. http://www.wikihow.com/Image

COMMUNICATION

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COMPETENCY BASED LEARNING MATERIAL

BRILLIANT SKILLS TRAINING AND ASSESSMENT CENTER INC.

NO. UNIT OF COMPETENCY MODULE TITLE CODE

1 MAINTAIN AN EFFECTIVE MAINTAINING AN HCS913201

Date Developed: Document No.

Prepare Hot and Cold Preparing Hot and HCS913303

Date Developed: Document No.

Welcome to the Module ―Participating in Workplace

Recognition of Prior Learning (RPL)

Date Developed: Document No.

Qualification Title: Domestic Work NC II

Unit of Competency: Participate in Workplace Communication

Module Title: Participating in Workplace Communication

Nominal Duration: 5 hours

SUMMARY OF LEARNING OUTCOMES:

Upon completion of the module you should be able to:

LO1 Obtain and convey workplace information

 Access specific and relevant information from appropriate sources

Date Developed: Document No.

 Access specific and relevant information from appropriate sources

The students/trainees must be provided with the following:

Date Developed: Document No.

LEARNING OUTCOME #1: Obtain and convey workplace information

Learning Activities Special Instructions

Date Developed: Document No.

1. To identify the different sources of information

You can use reference material (such as

BOOKS & EBOOKS

Books can be:

A journal is a publication that is published in a

How do I find them?

The most efficient way to locate a journal article on a topic is to search a

Date Developed: Document No.

Popular magazines contain articles written by

NEWS AND NEWSPAPERS

Newspaper articles are usually published daily

Statistics can be applicable to most disciplines but are

Date Developed: Document No.

A variety of other specialized resources may also be required through

Writing material refers to the materials that provide the surfaces on

The Internet is a virtual treasure trove of information. Any kind of

There is a huge amount of information available on the internet for just

There many advantages to using the internet such as:

Disadvantages of the Internet:

Date Developed: Document No.

1. What are the different sources of information?

Date Developed: Document No.

1. The sources of information are:

2. The importance of electronic media:

3. Examples of electronic media:

Date Developed: Document No.

Guidelines for effective classroom listening:

It's important to build your confidence. If possible, use simple English

Remember, when speaking English…

 Try to become less hesitant and more confident.

Date Developed: Document No.

Date Developed: Document No.

1. What are the different ways to improve our speaking skills?

Date Developed: Document No.

1. Ways of improving the speaking skills

2. Guidelines for effective classroom listening:

3. We need to improve our skills in listening so that we can easily

Date Developed: Document No.